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Suggestions for Introducing 
A Course of Study 



IN 



Home Economics 



INTO THE 



Rural and Village High 
Schools of Ohio 



Prepared by 

TREVA E. KAUFFMAN 

Formerly 
Assistant Professor of Home Economics 
Ohio State University 
AND 

Supervisor of Home Economics 

State Board of Education 

Columbus, Ohio 



Columbus, Ohio: 

The F. J. Heer" Printing Co. 

1920 

BounrI at the State Bindery. 



LIBRARY OF CONQf^ESS 

~— iliii tH ii m — — ^11 I I I » ^ 






SUGGESTIONS FOR INTRODUCING A COURSE OF STUDY IN 

HOME ECONOMICS INTO THE RURAL AND VILLAGE 

HIGH SCHOOLS OF OHIO 



The Purpose of Home Economics in the Curriculuni 

The introducing of home economics into the cnrricuhun of a snia'.l 
liigh school is a i>roblem which is requiring special consideration on the 
part of su];.r;ntendents, teachers, and the community. It is the purpose 
of this Ijullctin to set forth briefly some helpful suggestions for the 
carrying out of such a course of study. 

llefore considering the details o^f this problem, it is well to have in 
mind the meaning of home economics, or a definite ideal to be reached 
by introducing such teaching into the school. Home economics has been 
defined by the American Home Economics Association as follows : "home 
economics, as a distinctive subject of instruction, is a study of the eco- 
nomic, sanitary, and aesthetic aspects of food, clothing, and shelter as 
connecled with their selection, preparation, and use by the family in the 
home cr by other groups of people." It becomes a complicated problem, 
because it is made up of many composite occupations, such as the feed- 
ing, clothing and housing of the family, with relation to the social, 
hygienic, economical and aesthetic aspects oi life. Since it is known 
that 90% of all women enter the vocation of ' homemaking or become 
directors of homes, and the remaining lo'A are respon.sible for some 
duties in the home, tlierefore the ideal to be reached by introducing such 
training is to train homemakers and to^ improve living conditions in the 
community. ' 

If this training is to function in the community and is given with 
the idea in mind to train girls for the vocation of homemaking, it should 
then be on the same plane as any other subject given in the curriculum, 
and the course of study and the placing of equipment should demonstrate 
this. 

The Teacher of Home Economics 

In order to carry out the ideals of this course, it will be necessary 
to have a teacher with training in the subject matter of home economics, 
related science and art, and non-related work, as well as practical ex- 
perience in the management of a house. Unless the teacher ha.s a broad 
vision of the field of homemaking, and its relation to the community', the 
course will not function. Four years of college training with 3040%. 
home economics subjects, 20-25% related technical subjects, 12-15% 
professional subjects, 15-25% academic subjects is desirable. A niature 
teacher with some practical experience and two years of t;rainji5g 'rrjight 

(3) :^i;-rni>:o-:..;;f.-. 

■'jo oJrsffi'XO'ioqA 



be qualified to carry on the work of a teacher having had four years of 
training. 

Equipment 

The amount of space necessary for equipping for such a course, 
dq>ends very largely on the conditions in each community. The plans 
used should approximate home conditions. Two adjoining rooms of 
approximately 24x36 ft., should be provided, or one large room, ap- 
proximately 28x36 ft., if properly arranged, may prove satisfactory. A 
house equipped and used for such instruction is one of the most ideal 
ways to carry out the course. 

The location of the rooms, if in the school building, should not be 
in the basement, as has been the plan in previous years, but should be 
on the first or second floors. The clothing room should have a north 
exposure, while the kitchen should be well lighted and ventilated, and 
should be provided with means for disposal of waste. The floor should 
not be cement, due to unsanitary condition and coldness. 

The equipment for such a department may be purchased from 
manufacturers or built by local carpenters. For detailed description of 
this, and drawing of equipment (including rooms, tables, cupboards, 
locker cases, etc.,) see Bulletin No. 2 — "Plans and Suggestions for 
Equipping a Home Economics Department" issued by State Board of 
Education, Columbus, Ohio. This bulletin will be sent free on request. 
The following list of equipment is given as representative of a typical 
village or consolidated rural school. 

Essential Equipment for a Class of Twelve Girls for a Course in Foods 
and Garment Making in Home Economics 

General Equipment — 

Adequate storage space for dishes and food supplies (cupboard 

8' 10" X 6' 9"x2" deep). 
Kitchen table for each two girls which may also be used for sewing 

table (o'x2'x32" high) — two shallow drawers. 
Locker case and wardrobe for sewing supplies. 
Wire screening for windows — 24-inch @ 21c per yard. 
Approprimate cost when made by local carpenter $80 00 

Other General Eqttipmcnt — 

1 sewing machine for ever}- 4 girls in class @ $36 $108 00 

1 long mirror for fitting 10 00 

2 folding screens to form fitting room 7 50 

I two-burner hot plate or equivalent for each two pupils in class — 

(a) Gas hot plates @ $;3.50 each 21 00 

(b) 2-burner oil stoves $11 each (oil stoves would cost %(SQ) 

(c) 2 portable ovens (medium size) @ $3.-50 7 00 

Means of heating water (tank or large tea kettles). 

1 kitchen sink .53 00 

Approximate cost with gas hot plates 286 50 

Approximate cost with oil stoves 331 50 



Equipment for Work in 

For Each Pupil. 

1 case knife and fork 

1 vegetable knife 

1 tablespoon 

2 teaspoons 

1 pie pan 

1 wire egg-beater 

1 8-inch sauce pan, with cover.. 
1 2-quart mixing bowl (enameled 

or earthen ware) 

1 small frying pan 

1 measuring. cup 

1 asbestos mat 

1 dish cloth 

2 dish towels 

1 hand towel 

1 holder 

1 plate 

I cup and saucer 

1 sauce dish 

1 glass tumbler 

1 napkin 

1 knife and fork (silver?) 

1 spatula 

1 bowl for soup 

1 muffin tin 

1 custard cup 

1 wooden spoon 



$0 20 
10 
10 
10 
10 
10 
30 

25 

10 

10 
10 
10 
40 



10 
10 
10 
10 

50 
20 
10 
05 
10 
10 



Individual equipment $3 75 

Total for twelve 45 00 

For Each Tzvo Pupils. 

1 turbine egg-beater $0 10 



Cooking and Serving 

1 dish pan 50 

1 soap dish 10 

1 salt holder 10 

1 pepper shaker 10 

1 wire strainer 10 

1 single loaf bread pan (about 

3x2^x8 inches) 15 



Individual equipment $1 15 

Total for twelve 6 J)0 



For the Class. 

1 large baking pan 

■' muffin pans (8 parts) 

3 2-quart double boiler 

1 skillet 

1 large sauce pan (5 qts.) 

2 vegetable dishes 

1 meat plate 

1 coffee pot • 

1 tea pot 

1 kitchen scales 

1 meat grinder (No. 2) 

1 floor mop 

1 each — broom, dust pan, brush. 
1 stove brush 

3 large spoons 

1 soup ladle 

1 covered garbage can 

1 gal. enamel pitcher 

1 clock 

1 sink strainer 



$0 20 
40 



05 
25 
00 
50 
25 
75 
25 
00 
50 
25 
25 
10 
30 
10 
75 
75 
00 
15 



Total $19 80 



Total individual requirements for 12 pupils... 
Total equipment to be used by each two pupils. 
Tot'd equipment for class 



$45 00 
1!) 80 



Grand total $71 70 

Course of Study 

In planning- the content of a course of study two fundamentals must 
l;e kept in mind: First, tlie needs of the student in order to fit her for 
the vocation of homemaking, and second, the needs of the community. 
With the first the teacher must make an analysis of the occupation of 
homemaking, and with the second, a survey of the comiuunity is nec- 
essary. 

Several suggestive curricula are given below. It must be empha- 
sized that home economics ought not be taken up merely as a subjcrl. 



6 

tut as a unified line O'f study to be pursued for as long as possible. It 
should be remembered that it is not possible to train in the vocation of 
homemaking, by merely electing one phase of home economics for a 
short time. 

FOUR-YEAR COURSE 
First Year. (First and Second Semesters.) 

No. of 
Subject. Periods Length of Credits 

Per Week. Period. Per Year. 

English 5 45 min. 1 Unit 

Home Economics — 

Garment Making and Design 2 90 min. 1 Unit 

Food Study and Cooking 3 DO min. 

Related Science — 

General Science or Biology, Hygiene, Sani- 
tation, Home Nursing \ 3 45 min. 1 Unit 

[ 1-2 90 min. 

Elective — 

(Mathematics, Languages, or Commercial 

Subjects) 5 45 min. 1 Unit 

A Supervised Home Project Related to Work 
of Year. 

Second Year. (First and Second Semesters.) 

E^iglish 5 45 min. 1 Unit 

Eiarly European History 5 45 min. 1 Unit 

Home Economics — 

Food Study, Planning and Serving of 

Meals 2 !»0 min. 1 Unit 

Textiles, Elementary Dressmaking and De- 
sign 3 !)0 min. 1 Unit 

Elective — . 

(Mathematics. Language, or Related 

Science) 5 45 min. 1 Unit 

Related Science — 

Hygiene, Sanitation and Home Nursing, 

or General Science or Biology! 5 45 min. 1 Unit 

A Supervised Home Project Related to Work 
of Year. 

Third Year. (First and Second Semesters.) 

English 5 45 min. 1 Unit 

History — 

Modern European or American History 

and Civics 5 45 min. 1 Unit 

Home Economics — 

House Planning, Furnishing and Design... 2 90 min. 1 Unit 

Clothing Study (based on budget includ- 
ing some construction of garments, 

hats, etc 3 90 min. 1 Unit 

Related Science — 

Physics or Chemistry \ 3 45 min. 

) 1-2 90 min. 1 Unit 



7 

Fourth Year. (First and Second Semesters.) 

No. of 
Subject. Periods Length of Credits 

Per Week. Period. Per Year. 

English 5 45 min. 1 Unit 

History — 

American History and Civics or Modern 

European 5 45 min. 1 Unit 

Home Economics — 

Home Management, Housekeeping, Laundry, 

Household Accounts and Budgets 3 90 min. 1 Unit 

Elementary Dietetics and Child Care 2 90 min. 1 Unit 

Elementary Economics (J.^ year) [ 

Modern Social Problems (Vi year) \ 5 45 min. 1 Unit 

'1 WO-YEAR COURSE 

First Yk.\r. (First and Second Semesters.) 

No. of 
Subject. Periods Length of Credits 

Per Week. Period. Per Year. 

English 'J 45 min. 1 Unit 

Elective — 

(Mathematics, Languages, or Commercial 

Subject) -i 45 min. 1 Unit 

Home Economics — 

Textile Study, Garment Making and Re- 
lated Design 2 90 min. 1 Unit 

Food Study (including selection, production 
and marketing, preparation, planning 

and serving of meals) 3 90 min. 1 Unit 

Related Science — 

General Science or Biology, or Sanitation, 

Personal Hygiene and Home Nursing 5 45 min. 1 Unit 

Second Ye.\r. (First and Second Semesters.) 

English o 45 min. 1 Unit 

Early European History 5 45 min. 1 Unit 

Home Economics — 

Clothing Study (based on budget including 
construction of garments, hats., etc. 

Repair and remodeling, related design) 2 90 min. 1 Unit 

House Design, Planning and Furnishing... 1 90 min. 1 Unit 

Child Care and Simple Dietetics 1 90 min. 1 Unit 

Elective — 

Mathematics, Language, or Related Science. 
Related Science — 

Sanitation, Personal Hygiene, and Home 

Nursing, or any science subject \ 3 45 min. 1 Unit 

j 1-2 90 min. 

This course may be placed in aii}- two years of the High School 
that is Freshman and Sophomore, or Sophomore and Junior, or Junior 



8 



and Senior. The advantage of a two-year course is that it leaves the 
other two years open for other subjects, or permits a girl to train for 
a wage-earning pursuit as well as the vocation of homemaking. The 
related science given depends on the two years chosen for the course. 



ONE-YEAR COURSE 

No. of 
Subject. Periods Length of Credits 

Per Week. Period. Per Year, 

English 5 45 min. 1 Unit 

* Elective — 

Mathematics, Language, History, Etc 5 45 min. 1 Unit 

Home Economics — 

Food Study, production, marketing, selec- 
tion, preparation, planning and serving 

meals 2 90 min. 1 Unit 

Clothing Study (based on budget, includ- 
ing textile study, construction of gar- 
ments, hats, repair and remodeling, 

related design) 2 90 min. 1 Unit 

Housewifery (including a study of plan- 
ning and furnishing, sanitation, man- 
agement of home; the training and 
care of the child, and creating of 

home atmosphere 1 90 min. 1 Unit 

Related Science — 

General Science or Biology, or Household 

Chemistry, or Household Physics...) 3 45 min. 1 Unit 

j 1-2 90 min. 

This course is planned for any year of the High School, and for a 
school that can devote but one year to the work. It would be desirable to 
place it in the sophomore or junior year, since an older student will be 
more able to do intensive work. It is realized that in the short time only 
a survey or viewpoint may be given on some phases of the subject. A 
double perio'd of ninety minutes is the time best adapted to presenting 
various phases of home economics; however, a one hundred and twenty 
minute period may work into some of the High School schedules to 
advantage. 

Subject Content of Course 

These courses have been worked out on the assumption that no 
previous work has been given. Only a brief outline is presented for the 
different phases or the most important points emphasized; as more time 
is allotted to the course more intensive work may be given. The teacher 
must adjust these course to her own needs, and they are merely given 
as suggestive. 



Food Study, Selection and Preparation of Food, Planning auid 

Serving Meals 





ELEMENTARY DIETETICS 


I. School Kitchen 


A. 


Arrangement 


B. 


Equipment 




I. Individual and general 




2. Sinks 




3. Supply table 




4. Cupboard 




5. Stoves 




6. Refrigerator 


C. 


Care of Kitchen 


D. 


Fuels and Stoves 




I. Gas Meter 




2. Electric Meter 


E. 


Correlation with home kitchen 


II. Food and Its Relation to Life 


A. 


Body needs 


B. 


Source of food 


C. 


Composition of food materials 


D. 


Food nutrients 


E. 


Calories 


III. Fruits 




A. 


Composition 


B. 


Value as food 


C. 


Production and markets 


D. 


Selection and preparation 


E. 


Cost 


IV. Vegetables 


A. 


Composition 


B. 


Value as food 


C. 


Production and markets 


D. 


Selection and preparation 


E. 


Cost 


V Preservation 


A. 


Methods 




I. Drying 



2. Canning — jelly making 

3. Use of preservatives 

4. Refrigeration 

B. Comparison of commercial and home canned goods 



10 



VI. Cereal and Cereal Products 

A. Composition and structure 





B. 


Value as food 






C. 


Production and manufacture 






D. 


Selection and preparation 






E. 


Cost 






F. 


Plan and serve a breakfast 




VII. 


Sugars 








A. 


Kinds 






B. 


Value as food 






C. 


Properties 






D. 


Production and manufacture 






E. 


Cost 




VIII. 


Milk 








A. 


Composition 






B. 


Value as food 






C. 


Production 






D. 


Care of Milk 






E. 


Manufacture of Milk products 






F. 


Cost 






G. 


Infant feeding 




IX. 


Cheese 








A. 


Composition 






B. 


Kinds 






C. 


Value as food 






D. 


Manufacture 






E. 


Selection and preparation 






F. 


Cost 






G. 


Plan and serve a luncheon with 
main part. 


a cheese dish 


X. 


Eggs 








A. 


Composition and structure 






B. 


Value as food 






C. 


Market conditions 






D. 


Preservation 






E. 


Selection and preparation 





the 



XI. Meat 

A. Composition — structure — source 

B. Value as food 

C. Production and handling 

D. Selection and preparation 

E. Cost 



ir 



XII. 



XIII. 



XIV. 



Fish — 


■ Shellfish — Poultry 




A. 


Composition 




B. 


Value as food 




C. 


Production — handling 




D. 


Selection and preparation 




E. 


Cost 




Meat Substitnk's 




A. 


Classification 




B. 


Relative value 




C. 


Selection and preparation 




D. 


Cost 




E. 


Plan and serve a meal with a meat substitute as main 




dish. 




Fats 






A. 


Kinds 




B. 


Value as food 




C. 


Production 




D. 


Selection and preparation 




E. 


Cost 





XV. Beverages 

A. Important Constituents 

B. Physiological effects 

C. Food value 

D. Preparation — water ices, etc. 

XVI. Flour Mixtures 
A. Flour 



XVII. 





I. Kinds and classes 




2. Compositions 




3. Manufacture 




4. Cost 


B. 


Leavening Agents 




I. Kinds 




2. Sources 




3. Action 


C. 


Batters and doughs 




I. Kinds 




2. .Preparation 


D. 


Comparison of commercial and home-made products 


Salads 




A. 


Classification 


B. 


Value as food 


C. 


Preparation 


D. 


Cost 


E. 


Plan a luncheon with a salad as the main part. Serve. 



12 

XVIII. Desserts 

A. Classification 

B. Value as food 

C. Preparation 

D. Cost 

PREPARATION AND SERVING OF MEALS 

I. Selection and Purchase of Food 

A. Factors governing cost 

B. Conditions of food and market 
II. Planning Meals 

A. Suitable combinations 

B. Balanced meal 

C. Amounts of food to prepare 

D. Meals for different seasons, occasions, individuals, etc 

E. Cost 

III. Preparation 

A. Technique of preparation 

IV. Serving 

A. Table Service 

Meal planning and combination of dishes should be considered when- 
ever opportunity offers throughout the course. Application may be made 
in the lunch room or in the serving of meals to the teachers or other 
groups of people willing to pay for the Lunch. 

Clothing Study — Garment Making and Textiles 

I. Discussion of equipment 
II. Handwork 

A. Stitches may be taught and practiced just before they 

are applied to garment being made. 

1. Basting 

2. Hemming 

3. Overhanding 

4. Overcasting 

5. Combination and back stitch 

6. Button holes 

7. Decorative stitches 

B. Problems 

1. Towels 

2. Pot holder 

3. Sewing apron — may be designed in design 

class 



13 



III. Machine work 

A. Sewing machine — its use and care. Seams and fin- 

ishes may be taught and practiced before they are 
applied to the garment upon which they are to be 
used. 

B. Problems 

1. Curtains 

2. Pillow slips 

3. Holders 

4. Apron (all over) 

5. Nightgown (simple) 

6. Corset cover and drawers or combination 

7. Petticoat or princess slip 

8. Blouse — middy or white blouse 

9. Separate skirt 
TO. Cotton dress 

II. Dress protector- — Bag made of calico, lining, 
cambric, etc. to be made full length of 
dress to be covered and the width of the 
material. Hem is the opening of bag. 
Fasten hems together with snaps. But- 
tonhole small opening in center O'f folded 
end of bag to slip wire of dress hanger 
through. Correlate with lessons on care 
of clothing. 
IV. Undergarments 

A. Selection of material and trimmings 

B. Suitability 

C. Selection of suitable ready-to-wear garments 

D. Comparison of ready-to-wear garments with home- 

made ones. 

V. Outer Garments 

A. Principles of design 

B. Selection of materials 

C. Suitability 

D. Selection of suitable ready-to-wear garments 

E. Comparison of ready-to-wear and home-made garments 

VI. Patterns 

A. Simple drafts 

1. Nightgown 

2. Petticoat 

B. Commercial patterns 

1. Use 

2. Alteration of commercial patterns 



Vll. Care and repair of clothing 

A. Have pupils bring garments from home for repair in 

class. (Simple wash garments or stockings.) 

B. Give clear outline for laundering including removing 

of common needs and home projects. 

VIII. Remodelling Problem 
IX. 



Textiles 






A. 


Cotton and linen 




I. 


History- 




2. 


Production 




3- 


Characteristics of fiber 




4- 


Manufacture of cloth 




5- 


Collection of samples 




6. 


Testing 




7- 


Comparative cost 


B. 


Cotton dress materials 


C. 


Lace and embroideries 



X. Budget 

A. Determination of amount to be spent on clothing 

B. Inventory of clothing on hand 

C. Begin to keep clothing accounts. 

Clothing Study — Dressmaking and Millinery 

I. Principles of Clothing design 

II. Requirements of dress 

A. Appropriateness 

B. Suitability 

1. Of material to use 

2. Of style to use 

3. Of material to style 

4. Of style and material to individual 

III. Study oi line and color for various figures 

IV. Textiles 

A. Wool and Silk 

1. History 

2. Characteristics of fiber 

3. Production 

4. Use — selection of wool and silk dress material 

5. Collection of samples 

6. Testing wool and silk materials 



15 

V. Qothing Budget 

A. Review of study of budgets in first year 

B. Keeping clothing account 

C. Plan for clothing needed 

1. Study relative values of ready to wear and 

home-made garments. 

2. Repair and renovation 

D. Discussion of clothing accounts 

I. Detection of errors of selection or judgment. 
VI. Problems 

A. Wool dress (suitable for school) or wool skirt and 

silk blouse. 

1. Principles of design 

2. Selection of material 

a. Suitability 

3. Commercial pattern 

4. Method of handling wool material 

a. Pressing, basting, etc. 

B. Children's Clothing 

I. Baby clothing or wash dress or rompers 

C. Afternoon or semi-tailored dress of silk or soft wool 

1. Principles of design 

2. Selection of material 

a. Suitability 

3. Commercial pattern 

D. Summer dress of soft cotton material 

1. Principles O'f design 

2. Selection of material 

a. Suitability 

3. Commercial pattern 

MILLINERY 

Millinery is to be taught in connection with the clothing course and 
part of the clothing budget rather than as a separate course. 

I. Design 

A. Line 

B. Form 

C. Color 

II. Relation of line of hat to figure 

III. Relation of line of hat to face 

IV. Relation of color of hat to skin and hair and eyes 
V. Relation of hat to costume 

VI. Correct placing of hat on head 



i6 



VII. Problems 

A. Various milliner's stitches 

B. Folds, shirrings, plaitings, etc. 

C. Trimmings 

D. Study of materials used. 

I. Wire 





2. 


Buckram 








3- 


Net 








4- 


Braid 








5- 


Rice Cloth 








6. 


Velvet 








7- 


Silk 








8. 


Ribbon 








9- 


Lace 






E. 


Coverin 


g frames 








I. 


Velvet — satin, straw, 
gandie, gingham. 


tulle. 


nialine, net, or 


F. 


Linings 








G. 


Renovating 







1. Qeaning straw 

2. Cleaning velvet, silk, ribbons, flowers, feathers. 
H. Remodeling 

I. Use of materials on hand. 
I. Winter or spring hat to fit in with needs of budget con- 
structed. 

Health of the Family 

(Including a Study of Sanitation and Home Nursing.) 

The following course has been planned by the Federal Board for 
Vocational Education with hope that various states will try it out and 
make suggestions. It is merely suggestive, and left to the teacher to 
develop. 

Unit I. Community Health and the Home 
Lessons 

I. The Home and the Communit^• 



9 

lO, 



The Home and the Community (cont'd) 

The Water Supply 

The Food Supply 

The Milk Supply 

Sewerage, Drainage, Mosquitoes 

Garbage, Flies 

Contagious and Communicable Diseases 

Health Conditions in the Public School 

A Program for Public Health Administration 



'7 

Unit II. The Home and its Premises as a Factor in the Maintenance 
of Heahh 
Lessons 

1. Location of a Home 

2. The House, Exterior 

3. The House, Interior 

4. Equipment for HeaUh Maintenance 

Unit HI. Factors in Maintaining the Heahh of the Family. 

1. Food. The Digestive Apparatus 

2. Air. The Respiratory Apparatus 

3. Clothing 

4. Exercise 

5. Rest 

6. Recreation 

7. Personal Hygiene 

8. Personal Hygiene, continued 

9. Special Hygiene of Ear, Eye, Nose, Mouth, Teeth, and 
Throat 

10. The Morale of the Family 

Unit IV. Illness in the Home 

1. The Sick Room 

2. The Homemaker as Nurse 

3. Personal Care of Patient 

4. Sick Room Procedure 

5. Sick Room Procedure, continued 

6. Symptoms. Their (Jbservation and Significance 

7. Nursing chronic or protracted illness 

8. Special considerations in nursing children 

9. Medicines 

10. Feeding the sick 

Unit V. Diseases — Their Prophylaxis. Symptoms and Care 
Lessons 

1. Germs as a cause of disease and cleanliness as a prevention 
of germ diseases 

2. Respiratory diseases 

3. Tuberculosis 

4. Diseases secondary to foci of infection 
Diseases of Middle age 

5. Diseases of the digestive tract 

6. Diseases of the skin 

7. Diseases of the nervous system 

8. Pelvic disorders of women 
0. Diseases of childhood 



i8 



10. Social diseases and social hygiene 

11. Industrial and occupational diseases 

12. Diseases peculiar to localities 

Unit VI. First Aid and Emergencies 
I. Wound repair 



The circulatory system 

Muscles and bones 

Muscles and bones (continued) 

Accidents, shock 

Poisoning 

Sudden illnesses 

Minor illnesses and physical problems of the home 



8. 

REFERENCES : — 

Hill — The New Public Health — MacMillan Co., Chicago 
Broadhurst — - H o m e and Community Hygiene- — Lippincott, 

Philadelphia, Pa. 
Red Cross Text Book on Elementary Hygiene and Home Care 

of the Sick — Blakiston Company, Philadelphia, Pa. 
Talbot — House Sanitation — Whitcomb and Barrows, Boston 
Bulletins — U. S. Public Health Service. 
State Board of Health 
Metropolitan Life Insurance Co., N. Y. 
Farmers' Bulletins, U. S. Dept. of Agri. 

House Plamning and Decoration 

I. Shelter Problem 

A. Evolution of the House 

B. Kinds of Houses 

1. Single 

2. Double 

3. Duplex 

4. Apartment 

5. City 

6. Suburb 

7. Country 

C. Building Materials 

1. Emphasize those common to section 

2. Comparative cost 

3. Each student study materials used in her own 

house 

4. Get estimate of cost of her house 

5. Discuss other features besides building ma- 

terials which influence cost of house 



19 

D. Choice of Site 

1. Drainage of lot 

2. Grading of lot 

3. Connection with sewer 

4. Taxes 

5. Location in regard tO' school, church, street car, 

stores, etc. 

6. Water supply 

7. Neighbors 

8. View 

E. Architecture 

1. Show many houses and discuss 

2. Do not emphasize style name as much as prin- 

ciple of balance, rhythm, harmony, pro- 
portion, simplicity, etc. (Apply work in 
design) 

3. Criticize in regard to suitability to site and sec- 

tion of country 

4. Criticize school building, home, and many 

buildings of the town 

F. House Lot 

1. Make drawing showing house, walk, gardens, 

hedges, garage, etc. 

2. Use student's own house lot and criticize, if 

practical. 

3. Use large city lot and plan apartment house 

and court, if practical 

G. Requirements of House 

1. Discuss purpose of rooms of house 

2. Discuss conveniences which should be found, 

such as wall space for bed in bed room, 
good light on kitchen sink, hall closet for 
wraps 

3. Discuss arrangements for promoting efficiency 

in house work 

4. Get students to name inconveniences with 

which they are familiar 

H. House Plans 

I. Explain drawing to scale, methods of indicat- 
ing walls, door and window openings, 
stairs, etc. 



20 

2. Have each student make floor plan of her own 
house, draw first and second floor plans, 
for a certain family. Indicate building 
materials, criticize. 

4. Repeat for bungalow 

5. Perspective drawing or elevations of exterior 

of house may be made 
I. Wall Elevations 

1. Make wall elevations of one or more walls of 

living room, of dining room, of bedrooms 

2. Divide space by structural lines of windows, 

doors, fireplace, moldings, base board, etc. 
Emphasize window openings, single and 
groups. Criticize for space division. (Ap- 
plication of principles of design) 
J. House Furnishings 

1. Discuss, emphasizing beauty, utility, appro- 

priateness, harmony, balance, unity, pro- 
portion 

2. Discuss color and design as brought into the 

house by wall paper, textiles used, etc., 
and draw general conclusions in regard to 
these two items 

K. Wall Paper 

1. Discuss apparent changes which may be pro- 

duced in rooms through color and pattern 
of paper 

2. Use wall elevations made above and design 

wall paper on them showing changes 
which can be made in height of rooms 
through pattern of paper 

3. Choose wall paper for whole house 

4. Discuss cost of wall paper and of papering 

rooms 

5. Discuss other wall finishes 
L. Windows 

1. Discuss material, color, pattern, cost, amount, 

making, durability of goods used for cur- 
tains and over-drapery 

2. Discuss methods of hanging curtains and over- 

drapes 

3. Discuss curtain rods 

4. Use elevations previously made and show dif- 

ferent effects obtained from different val- 
ance for a high room 



21 



M. Floors and Wood Work 

1. Discuss materials and finish 

2. Discuss possibilities of old floors 
N. Floor Coverings 

1. Discuss color and design 

2. Discuss placing of small rugs. Take a floor 

plan and show different effect obtained 
from several small rugs placed hit and 
miss, and one large rug 

3. Discuss kinds of domestic carpets 

4. Discuss kitchen floor covering 

O. Furniture 

1. . Illustrate good lines, proportion and design in 

furniture tin-ough pictures of period styles 

2. Discuss wood, construction, use, finish, and 

arrangement 

3. Criticize furniture in school building 

4. Make floor of a room at home with present 

furniture arrangement. Criticize and re- 
arrange 

5. Use wall elevations previously made and add 

one or two pieces of furniture 

6. Select furniture for house and place in house 

plans 

7. Discuss particularly arrangement of kitchen 

P. Pictures 

1. Discuss good and bad points in hanging, group- 

ing, framing, use of mats, subjects, etc. 

2. Select pictures for house 
^ 3. Select pictures for school 

Q. Small Ornaments 

1. Discuss use of bric-a-brac 

2. Discuss vases, candle-sticks, table covers, book- 

ends, lamps, flower holders, and use of 
flowers 

R. Dining Room Equipment 

I. Discuss glass, silver, china 

S. Kitchen Equipment 

1. Discuss stove, refrigerator, cupboard, table, 

sink, stool, cooking utensils 

2. Draw a kitchen floor plan, placing furnishings 

conveniently 



22 

T. Household Linens 

I. Discuss table linen, towels, bed linen, bedding, 
mattress, springs, pillows 
U. Lighting 

I. Discuss kinds, methods, placing, shades, lamps 
V. Rooms of House 

I. Discuss each room of house, summing up 
points covered in previous lessons 
W. Color Schemes 

I. Have many exercises in choosing color schemes 
for various rooms under various condi- 
tions 
X. Refinishing and Refurnishing 

Class work in refinishing furniture is 
not advised unless there is satisfactory 
space and equipment for such work. 

If there is a room in the building 
which needs refurnishing, such as a rest- 
room, it is suggested that the students 
paint the wood work, do any necessary 
refinishing on the furniture, make new 
curtains, put new cretonne cushions in the 
chairs, and possibly make a lamp shade 
for the candle stick on the table. 

It is suggested that the work be taken up in the order of the outline, 
with the exception of the last two items, which may be inserted any time 
during the latter part of the year. 

Trips to stores dealing in any items of house furnishing will add in- 
terest to the course. 

Many problems may be added to or substituted for those given, ac- 
cording to the particular conditions in each school. 

Home Meuiagement 

I. Introduction 

A. Aim and scope of the course 

B. Necessity of training 

C. Home management as scientific management 

D. Four large phases of home management 

1. Management of the income 

2. Management of the household operations 

3. Management of the family in group relations 

4. Management of the family in relation to the 

community obligations of the home 



^2> 

II. Management of the Income — 

A. General budget preliminaries 

1. Application of principles of scientific manage- 

ment to management of income 

2. Reasons for keeping budget 

3. Methods of keeping family budget 

4. Classification important 

5. Income — source including cash, goods, labor, 

etc. Home maker's contribution to fam- 
ily income. z\verage income for various 
occupations 

B. Food 

1. Percentage of various incomes spent for food 

2. Necessity of an adequate dietary 

3. Cost of an adequate dietary 

(Have students study cost of home dietary) 

4. Points in selection and purchase of food 

a. Visit to markets and groceries 

b. Study of package vs. bulk goods 

c. Study of cost of food in season vs. out 

of season 

5. Planning of dietaries by students using cheaper 

foods 

6. Planning of dietaries to give variety — using 

few foods as beef, potatoes, cabbage and 
apples 

C. Shelter 

1. Percentages of various incomes spent for 

shelter 

2. Necessity of adequate shelter 

3. Cost of adequate shelter 

a. Factors influencing cost of shelter. 

b. Cost of renting vs. owning. 
(Having students get actual figures 

on known conditions) 

c. Study advantages of renting or own- 

ing 
C. Clothing 

1. Percentages of various incomes spent for cloth- 

ing 

2. Necessity of adequate clothing 



24 

3- Cost of clothing — factors influencing cost 

(Have students study cost of clothing 
of known conditions and make out cloth-' 
ing budget taking into account age, occu- 
pation, social and ethical consideration. 
Make a study of an economics budget, 
considering) : 

a. Relative value in style, quality, and 

number of garments 

b. Care and repair and remodeling of 

clothing in relation to expendi- 
ture of time, cost, material, and 
nervous energy. 

c. Cleaning of garments, both laundering 

and dry cleaning 

d. Have student make a study to deter- 

mine appropriate types of school 

dresses 

Make individual budgets 

Make study of clothing budgets 

for the family 

D. Operating Expenses 

1. Percentage of various incomes spent for oper- 

ating 

2. Statement of necessary items as heat, light, 

water, soap, brooms, brushes, etc. Cost 
based on figures from the various homes. 
(Reading of water, gas, and electric 
meters by students) 

E. Higher Life or Advancement 

1. Percentage of various incomes spent for higher 

life 

2. Desirable amount for higher life 

3. Items : Education, books, magazines, papers, 

music, lectures, recreation, church, char- 
ity, community obligations, gifts, doctor 
and dental bills, travel, savings, invest- 
ment, life insurance, etc. 

4. Make estimates for yearly allowance from 

facts and figures gathered from pupils 

F. Summary of budget making 

I. Assemble budgets gathered on definite income, 
food, shelter, clothing, operating expenses, 
higher life, giving yearly allowance. Use 
actual figures in discussion 



^ 



^5 

in. Management of Household Operations 

A. General Considerations 

1. Principles of scientific management 

2. Application of scientific management tO' home 

conditions 

3. Scheduling and dispatching 

B. Preparation of Meals. (Have students prepare meal at 

home or at school) 

1. Discuss equipment used 

2. Discuss meal prepared 

3. Discuss arrangement of kitchen and equipment 
5. Discuss time schedules 

5. Discuss technique in processes 

C. Straightening dining room and kitchen after meal and 

doing of dishes 

I. Discuss ways, means, and time 

D. Cleaning 

1. Care of working space — kitchen, pantry, back 

porch, back halls, basement 

a. Preparation and methods for daily 

care, and time employed 

b. Preparation and methods for weekly 

care, and time employed 

c. Standards 

2. Care of living space — living room, dining 

room, front hall 

a. Preparation and method for daily 

care, time required 

b. Preparation and methods for weekly 

care, and time required 

c. Standards 

3. Care of sleeping area 

a. Preparation and methods for daily 

care, time required 

b. Preparation and methods for weekly 

care, time required 

c. Standards 

4. Care of storage space 

5. Care of equipment — as silver, linen, cooking 

utensils, bedding, curtains, rugs, etc. 

a. Methods employed and time required 



26 

b. Need for repair of household equip- 
ment and cost in time, money, 
and energy 

(Have students do the various 
tasks of cleaning at home and 
discuss methods, tools, cleaning 
materials, and time) 
6. Cleaning of linens, bedding, towels and cloth- 
ing 

a. Laundering 

b. Dry cleaning 

c. Cost in time, money, energy, etc. 

d. Value of cooperation, routine and sys- 

tem in household operations 
IV. Management of the Family Group 

A. The Basis of Family Life 

1. Economic 

2. Physiological 

3. Sociological 

4. Psychological 

5. Conventional 

6. Legal, etc. 

B. Modern Conception of the Home 

1. What constitutes home life 

2. Spirit of mutual helpfulness and cooperation 

between the groups emphasized 

3. More life for all — more pleasure in real liv- 

ing emphasized 

4. Obligation of the home in maintaining aesthetic, 

social and ethical standards 

5. The value of good books and good magazines 

in the home 

6. The family group — its effect on the com- 

munity and the state 
V. Management of the Home in Relation to the Community 

A. The right of every child to be well born, cared for dur- 

ing infancy, and decently educated by parents 

B. The role of the modern home maker in securing proper 

community conditions 

I. Exclusion of unfit for marriage 



Emphasis of temperance and purity 
Education of mothers 
Baby saving campaigns 

Education for living and education for making 
a living, and sanitary conditions 



V 

C. The participation of the home maker in pubHc control 
of interests affecting the home, as good 
housing conditions, good health laws, good 
school laws, etc. 

(Trips to various stores should be arranged at the time when the 
class is studying Household Management). 

Care and Welfare of Children 

In presenting this course the teacher should secure the services of a 
trained nurse or physician to give some of the lessons especially those of 
Maternity Nursing and care of new-born infant. 

"There is a Jewish saying that God could not be everywhere, and 
therefore made mothers." 
Lessons 

1. The Child — 

a. Relation to the home 

b. Relation to society 

c. Rights of the child to play, recreation, freedom from work, 

health, education in order to have a rightful place in 
society 

d. Heredity and environment 

e. Relation to society 

2. Great Responsibility of Motherhood — 

a. Infant mortality — Causes — Prevention 

b. Birth registration 

c. Children's Bureau 

3. Pre-natal Care — 

a. Signs of pregnancy 

b. Duration of pregnancy 

c. Hygiene of expectant mothers 

4. Dangers of Pregnancy 

a. Miscarriage 

b. Auto-intoxication 

c. Child-bed fever 

d. Venereal diseases 

5. Confinement 

a. Physician's care 

b. Nurse or domestic help 

c. Place of confinement 

d. Equipment, etc. 

e. Possible emergencies 



28 



Lessons 



Lying-in Period 






a. 


Rest period 






b. 


Diet of mother 






c. 


Sleep 






d. 


Care of breasts 






Care of Born Infant 






a. 


First toilet 






b. 


Need for caring 


for babies 






(Habits — sleep, 


fresh air, bath, 


exercise) 


c. 


Signs of health in 


I baby 




Feeding the Infant 






a. 


Breast feeding 






b. 


Artificial feeding 






c. 


Mortality among 


breast and bottl 


e fed babies 


d. 


Care of utensils, 


bottles, nipples 




e. 


Regular intervals 


of feeding 




f. 


Weaning 






Clothing for Baby — 






a. 


Simple exhibit of 


necessary and suitable garments 


Care of Pre-school Child 




a. 


Sleep 






b. 


Food 






c. 


Clothing 






d. 


Bathing 







e. Play 

f. Most serious years for contraction of infection 

g. Cause and prevention of remediable defects 



Feeding of Pre-school child 



a. 


A study of food for child 


b. 


Planning a day's food 


c. 


Food habits 


Care of Older Child 


a. 


Food jAt home 


b. 
c. 
d. 
e. 
f. 


1 School lunch 
Sleep 
Clothing 
Bathing 
Hygiene 
Recreation 


g- 


Sex-hygiene and instruction 


h. 


Dangers of this period 



29 

4- Mental Development and Management 

a. Infancy 

b. Child psychology and training 

c. Psychology of adolescence and vocational guidance 

5. Educational Hygiene 

a. Sanitation of school 

b. Medical inspection 

c. School nurse 

d. Health leagues 

6. Child Labor 

a. History of movement for regulation 

b. Why prevent. Its results 

c. Legislation. Laws 

7. Child in need of special care 

a. Causes and prevention 

b. Juvenile delinquency 

c. Care of dependent or delinquent child 

8. Organizations working for interest of the child 

a. Federal — 

Children's Bureau 

U. S. Health Service 

States Relations Service 

Bureau of Education 

Federal Board for Vocational Education 

b. State — 

State Board of Health 
Extension Service of Universities 
Boards of Charities and Corrections 
State Departments of Education 

c. Municipal — 

Board of Health 

City or County Nurses 

Playground 

Clinics and conferences 

d. Private — 

Nursing Service 
Clinics and conferences 

Home Project 

In order that home economics teaching may function in the com- 
munity, and the student be given an opportunity to work out problems 



30 

in the natural environment, — the home, the home project method is 
most desirable. The home project may be carried out during the school 
year or the summer months. 

Projects in homemaking should be carefully supervised by the 
teacher through home visits and conferences with the students. By the 
home visits the teacher has a real opportunity to become acquainted with 
the community and thus make her teaching function. Each student 
should plan and work out a home project on all phases of homemaking 
sometime during her course. The plan for carrying out the home project 
is given in detail in the bulletin "Suggestions for Home Projects in Voca- 
tional Home Economics in Ohio" — State Board of Education, Colum- 
bus, Ohio, and will be sent free on request. 

School Lunch 

The home economics teacher should consider it a part of her duty 
as well as an opportunity to provide a nutritious lunch for boys and girls 
who are compelled to eat a cold lunch at school. It also presents a 
practical working laboratory for food preparation and management to 
the home economics classes. However, the routine work of cleaning, 
washing dishes and cooking such as preparing cocoa, sandwich mak- 
ing, etc., should be done by. paid labor. For the organization of the 
School Lunch see "Plans for the Serving of Lunches in Centralized 
Schools of Ohio", published by Extension Service, Ohio State University, 
Columbus, Ohio. 

Maintenance of a Home Economics Department 

The maintenance of such a department will be small when measured 
by results accomplished. The cost is small for clothing and garment 
making, since pupils furnish their own materials, or, if garments are 
made for other people, reimbursement is made to the department. The 
cost of the food preparation will vary with the locality and the size of 
classes. It has been estimated at five cents per lesson per person, or an 
average of $8.00 to $10.00 per student, when the class meets five times a 
week. In order to decrease these expenses and find a market for the 
production of the lunch room, food sales, and teachers' lunches should 
be utilized. The general upkeep of the department should be met by 
public funds, and not be placed as a burden on the teacher. 

References 

A number of books, bulletins and some illustrative material should 
be provided in order to successfully teach a course. A careful selection 
should be made from the following lists. If desirable text books are 
found, the teacher should not hesitate to use them. However, she should 
not confine herself to one book, but supplement with others. 



31 



first year 
Food Study and Cooking: 

Carpenter — How the World is Fed — American Book Co. 

Bailey — Source, Chemistry, and Use of Food Products — P. Blakis- 
ton Company, Phila., Pa. 

Kinne & Cooley — Foods & Household Management — MacMillan 
Co. 

Wardall & White — A Study of Food — Ginn & Company, Colum- 
bus, O. 

Conley — Principles of Cooking — American Book Company, Cin- 
cinnati, O. 

Lanman — Handbook of Recipes used in Colleges, Public Schools — 
McClelland Book Store, Columbus, O. 

Sherman — Food Products — MacMillan Co., Chicago, 111. 

Farmers' Bulletins — Division of Publication, U. S. Dept. of Agri- 
culture, Washington, D, C. 

Extension Bulletins — Division of Publication, Extension Service, 
Ohio State University, Columbus, O. 

Langworthy Food Charts - — Division of Publication, U. S. Dept. of 
Agriculture, Washington, D. C. ($i.oo for 15 charts) 

Thrift Lessons — U. S. Treasury, Washington, D. C. 

Garment Making: 

Kinne & Cooley — Shelter & Clothing — MacMillan Co., Chicago, 111. 
Baldt — Clothing for Women — Lippincott Co., Philadelphia, Pa. 
Blohn — Sewing — Extension Bulletin — Ohio State University. 
Hand Stitchers — Charts — Stout Institute, 800 Second Street, 

Menomonie, Wis. (Price $1.00) 
Jessup — The Sewing Book — Butterick Publishing Co., N. Y. 

General Science or Biology Applied to the Household : 

Bigelow — Applied Biology — MacMillan Co., Chicago, 111. 

Hunter — Civic Biology — American Book Company, Cincinnati, O. 

Hunter — Laboratory Problems in Civic Biology — American Book 
Co., Cincinnati, O. 

Barber — First Course in General Science — Holt & Co., Chicago, 111. 

Hessler — The First Year of Science — Benj. Sanborn Co., Chicago, 
111. 

Qute — Experimental General Science — Blakiston Co., Philadel- 
phia, Pa. 

Davison — Practical Zoology — American Book Company, Cincin- 
nati, O. 

Hodgdon — An Elementary General Science — Hinds, Hayden & 
Eldredge, N. Y. 



32 

Macy — Physiolog}^ for High School — American Book Company,' 
Cincinnati, O. 

Trafton — Science of Home & Comnumity — MacMillan Co., Chi- 
cago, 111. 

Wickel & Thalman — A Year in Science — Row-Peterson Co., Chi- 
cago, 111. 

Buskirk & Smith — The Science of Everyday Life — Houghton- 
Mifflin Co., Chicago, 111. 

Hughes — Community Civics — Allyn & Bacon, Chicago, 111. 

Draw^ing & Design : 

Dillaway, Theodore — Textile Designs — Milton Bradley Co., 
Philadelphia, Pa. 

Norton, Dora — Perspective — Pratt Institute, New York. 

The School Arts Magazine — Davis Press — 25 Foster St., Wor- 
cester, Mass. ' 

Daniels — Furnishing a Modest Home — New Industrial and Ap- 
plied Arts Book — Atkinson, Mentzer & Co., Chicago, 111. 

Izor — Costume Design and Home Planning — Atkinson, Mentzer 
& Company, Chicago, 111. 

Industrial & Applied Art Books — Atkinson. Mentzer & Co., Chi- 
cago, 111. 

Related Art for Home Economics Courses — Journal of Home Eco- 
nomics, July, 1919. 

Industrial Art Text Books — Prang Co., N. Y. 

second year 
Food Study, Planning & Serving Meals: 

Conley — Nutrition & Diet -^ American Book Company, Cincin- 
nati, O. 

Kinne & Cooley — Foods & Household Management — MacMillan 
Co., N. Y. 

Rose — Feeding the Family — MacMillan Co., New York. 

Wardall & White — A Study of Foods — Ginn & Co., Columbus, O. 

Lanman — Handbook of Recipes — McClelland Book Store, Colum- 
bus, O. 

Bulletins — Farmers' Extension — Food Administration. 

Smedley — The School Lunch — 63 E. Front St., Media, Pa. 

Textiles — Elementary Dressmaking : 

Kinne & Cooley — Shelter & Clothing — MacMillan Co., Chicago. 
Baldt — Clothing for Women — Lippincott Co., Phila., Pa. 
Carpenter — How the World is Clothed — American Book Co., Cin- 
cinnati, O. 



33 

Woolman & McGowan — Textiles — MacMillan Co., Oiicago, 111. 

Gibbs — Household Textiles— Whitcomb & Barrows— Boston, Mass. 

Chamberlain — How' We are Clothed — MacMillan Co., N. Y. 

Textiles & Clothing — Watson — American School of Home Eco- 
nomics, Chicago, 111. 

Baldt — Sewing & Dressmaking Charts — Lippincott Co., Philadel- 
phia, Pa. 

From Wool to Cloth — American Woolen Co., Boston, Mass. 

Applied Clothing Design : 

Izor — Costume, Design and Home Planning — Atkinson, Mentzer 
& Co., Chicago, 111. 

Shover — Art in Costume Design — Milton Bradley Co., Philadel- 
phia, Pa. 

Sanitation — Home Nursing: 

Hill — The New Public Health — MacMillan Co., Chicago. 

Talbot— House Sanitation — Whitcomb & Barrows, Boston, Mass. 

American Red Cross Text Book on Elementary Hygiene and Home 
Care of the Sick — P. Blakiston & Sous, Philadelphia, Pa. (Re- 
vised edition) 

Broadhurst — Home & Community Hygiene — Lippincott & Co., 
Philadelphia, Pa. 

MacNutt— Manual for Health Officers — John Wiley & Sons, N. Y. 

Richards — The Cost of Cleanness — John Wiley & Sons, N. Y. 

Home Making Series Bulletins — Dept. of Pub. Instruction — In- 
dianapolis, Indiana. 

Elliot — Household Bacteriology — Am. School of Home Econ., 
Chicago, 111. 

Elliot — Household Hygiene — Am. School of Home Econ., Chicago, 
111. 

third year 

House Planning, House Furnishing & House Design : 

Daniels — Furnishing a Modest Home — Atkinson, Mentzer & Co., 

Chicago, 111. 
Parsons — Interior Decoration — Doubleday, Page & Co., N. Y. 
Parsons — The Art of Home Furnishing & Decoration — Armstrong, 

Cork, Lancaster, Pa. 
Kinne & Cooley — Shelter and Clothing— MacMillan Co., N. Y. 
Your Home & Decoration — Sherwin Williams, Cleveland, O. 
Bevier — The House — The American School of Home Economics, 

Chicago, 111. 
Throap — Furnishing the Home in Good Taste — McBride Nest Co., 

New York City. 
*3 



34 

Carpenter — How the World is Housed — American Book Co., Cin- 
cinnati, O. 

Traphagen — Costume Design and Illustration — John Wiley, N. Y. 

Dow — Principles of Composition — Garden City, N. Y. 

Weaving New Baskets — Ladies' Home Journal, Philadelphia, Pa. 
(Price 25c) 

Dillaway, Theodore — Decoration of the School and Home — Milton 
Bradley Co., Philadelphia, Pa. 

Bigelow — Educational Furnishing (5 charts, 40c) — Webb Publish- 
ing Co., St. Paul, Minnesota. 

Quinn — Planning & Furnishing the Home — Harper & Bros., N. Y. 

Art in the Home — Journal of Home Economics, January, 191 5. 

Home Furnishing — Extension Bulletin — Iowa State College, Ames, 
Iowa. 

The Arrangement of Household Furnishings — Cornell University, 
N. Y. 

The Decorative Use of Flowers — Extension Bulletin — Cornell Uni- 
versity, Ithaca, New York. 

Clothing Study, Dressmaking & Millinery: 

Aiken — Millinery — Department Store Merchandise Manuals — 
Ronald Press, New York. 

Baldt — Clothing for Women — Lippincott & Co., Philadelphia, Pa. 

Fales — Dressmaking — Scribners Co., N. Y. 

Tobey — Millinery — Lippincott & Co., Philadelphia, Pa. 

Practical Millinery Lessons — New York Millinery Trade Publish- 
ing Co. No. I. 

Clothing for the Family — Fed. Bd. Voc. Educ, Washington, D. C. 

The Illustrated Milliner — 656 Broadway, New York City. 

Bigelow — Good and Appropriate Dressing — Webb Publ. Co., (5 
charts) St. Paul. Minnesota. 

Household Chemistry: 

Olsen — Pure Foods — Ginn & Co., Columbus, O. 

Snell —- Elementary Household Chemistry — MacMillan Co., Chi- 
cago, 111. 

Weed — Chemistry in the Home — American Book Co., Cincinnati, O. 

Dodd — Chemistry of Household — Amer. School of Home Econ., 
Chicago, 111. 

Allyn — Elementary Applied Chemistry — Ginn & Co., Columbus, O. 

Bailey — Source, Chemistr}^ and Use of Food Products — P. Blak- 
istons Son & Co., Philadelphia, Pa. 

Sherman — Food Products — MacMillan Company. 

Godfrey — Chemistry of Daily Life. 

Vivian — Everyday Chemistry — American Book Company, Cincin- 
nati, O. 



35 

Household Management: 

Hints for Home Laundry — Proctor and Gamble Co., Cincinnati, O, 

Taber — The Business of the Household — Lippincott & Co., Phila- 
delphia, Pa. 

The Farm Kitchen — Agr'l Extension Service — Univ. of Missouri. 

Balderston — Laundry Manual — Whitcomb & Barrows, Boston, Mass. 

Terrill — Household Management — Amer. School of Home Econ., 
Chicago, 111. 

Kinne & Cooley — Food & Household Management — MacMillan Co. 

Fredrick — The New Housekeeping — Doubleday, Page & Co., Gar- 
den City, N. Y. 

Clark — Care of House— MacMillan Co., N. Y. 

Hunt — Home Problems from a New Standpoint — Whitcomb & 
Barrows. 

Parlva — Home Economics — The Century Company, New York. 

Gilman — The Home — Charlton Co., N. Y. 

Richards — Cost of Living, — Whitcomb & Barrows, Boston, Mass. 

Nesbitt — Household Management — Russel Sage Foundation, N. Y. 

Balderston — Housewifery — Lippincott Co., Philadelphia, Pa. 

Elementary Dietetics : 

Rose — Feeding the Family — MacMillan Co., Chicago. 111. 
Conley — Nutrition & Diet — American Book Co., Cincinnati, O. 
Kinne & Cooley — Foods & Household Management — MacMillan 

Co. 
Richards — Cost of Food — Whitcomb & Barrows — Boston, Mass. 
Rose — Everyday Foods in War Time — MacMillan Co. 
Patte — Practical Dietetics — Whitcomb & Barrows, Boston, Mass. 
Mendenhall — Milk Indispensable Food for Children — Children's 

Bureau, U. S. Department of Labor. 

Child Care: 

Shannon — How to Tell the Story of Life — S. A. Millikin & Co., 
Marietta, O. 

Ravenhill — Child Life, Its Development and Care — Utah Agr'l 
College, Logan, Utah. 

Holt — Care and Feeding of Children — D. Appleton & Co., N. Y. 

Care of Children (series) — U. S. Dept. of Labor, Washington, D. C. 

Cotton — Care of Children — American School of Home Economics. 

Washburn — Study of Child Life — American School of Home Eco- 
nomics. 

Rose — Feeding of Children, Food for School Boy and Girl- — Bul- 
letins — Teachers' College, Columbia University, N. Y. 

Terman, Dr. L. M. — Hygiene of School Child — Houghton-Mifflin 
Co., Chicago, 111. 



36 

Grules, Dr. C. G. — Infant Feeding — H. B. Saunders Co., Philadel- 
phia, Pa. 

Dennett, Dr. Roger — The Healthy Baby — MacMillan Co. 

Morly — The Spark of Life — Flemming H. Revell Co., Chicago, 111. 

Griffith, Dr. J. P. Crozier — The Care of the Baby — Lippincott Co. 

Steinhardt — The Sex Talks to Girls fourteen years old or older — 
Lippincott Co., Philadelphia, Pa. 

List of References on Qiild Care — xA.merican Medical Association, 
535 N. Dearborn St., Chicago, 111. 

Household Physics: 

Lynde — Physics of the Household — MacMillan Co., Chicago, 111. 
Butler — Household Physics — Whitcomb & Barrows, Boston, Mass. 

Magazines: 

Journal of Home Economics — 12 ii Cathedral Street, Baltimore. 

The Agricultural Student — Ohio State University, Columbus, O. 

The Ohio Farmer — Cleveland, O. 

Good Housekeeping— 119 W. Fortieth Street, New York. 

The House Beautiful — 41 Mt. Vernon St., Boston. 

House and Garden— 19 W. 44th St., New York. 



LIST OF EXHIBITS AND ILLUSTRATIVE MATERIAL 



Exhibits 

Aluminum Aluminum Company of America, Pittsburgh, 

Pa. (A few exhibits distributed to colleges 
and higher institutions of education.) 

Asbestos Keasbey and Mattison Co., Ambler, Pa. (As- 
bestos and Magnesia exhibits. 

Baking Powder Price Baking Powder Co., looi Independence 

Boulevard, Chicago, 111. 

Royal Baking Powder Company, Royal Build- 
X ing, New York, N. Y. (Domestic Science 

Exhibits sent to teachers of domestic science. 
Exhibits of cream of tartar in its different 
stages.) 

Cereal Products Postum Cereal Co., Battle Creek, Mich. 

(Chart holding 13 ingredient bottles showing 
raw and manufactured materials — postum, 
grape-nuts, and post toasties.) 

Chocolate and Cocoa Walter Baker and Co., Broad St., Boston, 

Mass. (Wooden case containing samples of 
cocoa in various stages, and chocolate ; also il- 
lustrated booklet on Cocoa and Chocolate ex- 
hibits.) 

Hershey Chocolate Co., Hershey, Pa. (Small 
vials showing cocoa models of cocoa beans, 
samples of cocoa in various stages of manu- 
facture.) 

Corn Products Corn Products Refining Co., 17 Battery Place, 

New York, N. Y. (Corn, 34 bottles showing 
products and stages of manufacture. Express 
collect.) 

American Manufacturers' Association o f 
Products from Corn, 1236 First National 
Bank Building, Chicago, 111. (Set composed 
of ten 3-0Z. bottles of corn products.) 
(37) 



38 

Flour Pillsbury Flour Co., Minneapolis, Minn. 

(Pillsbury Milling samples of twelve 3-oz. 
bottle samples showing various stages of flour 
milling. Express not prepaid.) 

The Washburn-Crosby Co., Minneapolis, 
Minn. (Sample case, illustrating the different 
stages of wheat as it is manufactured into 
Gold Medal Flour, together with large cliarts 
showing the dissected wheat kernel and a sec- 
tional view of a simplified flour mill.) 

Malted Milk Horlick's Malted Milk Co., Racine, Wis. (Oak 

case containing glass jar samples of malted 
milk ingredients. Sent to domestic science 
schools, colleges, high schools, and superin- 
tendents of schools. Supply limited.) 

Household Products Dis- 
tributing Co 101 E. 31st St., New York, N. Y. 

Paint Sherwin-Williams Co., 601 Canal Road, N. 

W., Cleveland, Ohio. 

Pencils Eberhard Faber, 37 Grcenpoint Ave., Brook- 
lyn, N. Y. (Chart holding samples of pencils 
in various stages of manufacture.) 

Pens Esterbrook Steel Pen Manufacturing Co., 

Camden, New Jersey. (Exhibits showing 
process of manufacture of steel pens.) 

C. Howard Hunt Pen Co., Camden, N. J. 
(Card exhibit showing process of manufac- 
ture of pens ; lantern slide exhibit loaned to 
college lecturers.) 

Pins American Pin Co., Waterbury, Conn. 

Salt Worcester Salt Co., 71-73 Murray St., New 

York, N. Y. (Samples of salt.) Free to 
schools. 

Silk Cheney Bros., South Manchester, Conn. 

(Charts, and samples of raw and manufac- 
tured silk.) 

O. J. Tiffany, 210 E. Fortieth St., Chicago, 
111. Nature Cabinet. 



39 

Soap Ivory Soap Flakes, Proctor-Gamble Co., Cin- 
cinnati, O. 

Wool Dye S. C. Johnson Co., Racine, Wis. (Manual 

Training dye frame, book and wood panels, 
instruction book on wood finishing for manual 
training students.) 

Wool M. ]. Whittall, Worcester, Mass. Prepaid. 

Wool and Cotton Ma- 
terials .A.moskeag Mfg. Co., Manchester, N. H. 

Pay Exhibits 

Buttons Rochester Button Company, Rochester, N. Y. 

(Process of manufacturing buttons out of 
vegetable ivory.) 75 cents. 

Hawkeye Pearl Button Co., Muscatine, Iowa. 

Illustrative Material 

Singer Sewing Machine . .Charts, Local stores, Columbus, Cleveland and 

Cincinnati. 

Saving Charts Hand Stitches Charts. Stout Institute, 800 

Second St., Menomonie, Wis. Price $1.00. 

Dress and Furnishings . . . Bigelow, 10 charts, 80 cents. Webb Publish- 
ing Co., St. Paul, Minn. 

Langzvorthy Food Charts .Y){\\s\on of Publications, U. S. Dept. Agr'l., 

Washington, D. C. $1.00 for 15 charts. 

Food and Physiological. . . Charts, Denoyer Geppert Co., 460 E. Ohio St., 

Chicago, 111. 

For Mounting of Cliarts . .Denoyer Geppert Co., 460 E. Ohio St., Chi- 
cago, 111. 

Meat Charts Wilson and Co., Chicago, 111. 

Armour and Company, Qiicago, 111. 
J. W. Beardsley & Son, New York. 

Food Charts Bridgman's Popular Food Charts, 86 Warren 

St., N. Y. Price $2.00 per set, 



40 

Drawing Cloth for Charts. L'ma.ura, — Williams, Brown, and Earle, 918 

Chestnut St., Philadelphia, Pa. 

Charts and Other Ma- 
terials International Harvester Co., Extension Divi- 
sion, Chicago, 111. 

Educational Pictures Lilley Art Store, Columbus, Ohio. 

The House of Art, 106 N. 29th St., New 
York. 

Vocational Series City National Bank, Columbus, O. 

Bulletin Files P.Iackvvell-Wielandy Book and Stationery Co., 

Washington Ave., Locust and W. i6th Sts., 
St. Louis. Mo. 

Columbus Blank Book Mfg. Co., 317 S. High 
St., Columbus. O. 

Furniture Charts and Pic- 
tures House Design and Drawings. Indiana Lime- 
stone Quarrymen's Association, Bedford, Ind. 

Exterior Views of Houses. Creo Dept. Co., 
N. Tonawanda, N. Y. 

Rugs and Color Schemes. Frederick Loeser 
& Co., New York City, N. Y. 

Arkansas Soft Pine Bureau. Little Rock, 
Ark. • 

# Rugs. Bengal Oriental. James M. Shoe- 

maker Co., N. Y. 

Furniture and Home Booklet. Berkey and 
Gay Furniture Co., Grand Rapids, Mich. 

' William Leavens and Co., 32 Canal and 31 

Merrimac Sts., Boston, Mass. (Catalogues 
and loose leaf pictures.) 

S. Karpen and Brothers, 37th St. and Broad- 
way, New York, N. Y- 



41 

Strong Pasteboard B o x 
for Sezv-ing {Cloth 

Binding) iM-ankenberg Bros., 37^ N. Front St., Colum- 
bus, O. 

Costume Charts Pictures, etc.. Set i and 2. 25c each. School 

Arts Magazine — Davis Press, 23 Foster St., 
Worcester, Mass. 

Photographs Meals for Children. Small size, 30c each. 

U. S. Dept. of Agriculture, Washington, D. C. 



LIBRARY OF CONGRESS 



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